Ece141u11 16online

307 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
307
On SlideShare
0
From Embeds
0
Number of Embeds
39
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Ece141u11 16online

  1. 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2011 Emily McMason Units 11-16
  2. 2. Need a great book to read to your students? Try Guinea Pigs Far & Near by Kate Duke Why? Unit 13 Spatial Sense
  3. 3. Need a great book to read to your students? Try The Giving Tree By Shel Silverstein Why? Parts & wholes, language & concept formation, fundamental concepts in science
  4. 4. MAJOR CHANGE! You do NOT, I repeat do NOT need to write out and submit the key terms and review questions listed in the following slides. I do, however, want you to read through them and make sure you can answer them. 
  5. 5. Comparing. Unit 11
  6. 6. Comparing. Really. Unit 11
  7. 7. Comparing. Really. That’s it. Unit 11
  8. 8. Unit 11
  9. 9. Unit 11
  10. 10. After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit. Respond to the ‘Review’ point B. Brownie points: Come to class and explain to me which sign would be correct and why: Unit 11
  11. 11. After reading through the unit, make sure you can recognize the shapes listed for the ‘key terms’ at the end of the unit. (see the images that follow). Respond to the ‘Review’ point C. For brownie points, look at figure 12-7, and count the number of triangles and squares, and report back to me in class. Unit 12
  12. 12. Unit 12
  13. 13. Unit 11
  14. 14. Unit 12
  15. 15. Unit 11
  16. 16. After reading through the unit, make sure you know and understand the questions that can be posed with each ‘space concept’ (see next slide). Respond to the ‘Review’ points B. Unit 13
  17. 17. Unit 13
  18. 18. Ahh…the phrase ‘parts & wholes’. Sounds so benign, doesn’t it? This is where we begin the idea of fractions developmentally for children. [deep breath, deep breath, we will conquer fractions, and you don’t have to worry about them until unit 29] Unit 14 Parts & Wholes
  19. 19. There are 3 major categories for parts & wholes: Unit 14 Parts & Wholes
  20. 20. There are 3 major categories for parts & wholes: Objects have unique parts [ex: bodies have legs, arms, etc]. Groups of things can be divided [ex: grapes can be taken off the vine and given to multiple children]. Unit 14 Parts & Wholes
  21. 21. There are 3 major categories for parts & wholes: Objects have unique parts [ex: bodies have legs, arms, etc]. Unit 14 Parts & Wholes
  22. 22. There are 3 major categories for parts & wholes: Objects have unique parts [ex: bodies have legs, arms, etc]. Groups of things can be divided [ex: grapes can be taken off the vine and given to multiple children]. Whole things can be divided into parts [ex: a pitcher of water can be poured into many cups]. Unit 14 Parts & Wholes
  23. 23. After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit. Respond to the ‘Review’ point A. Unit 14
  24. 24. The NCTM [national council of teachers of mathematics] standards include 5 process areas: problem solving, reasoning, communications, connections & representations. {see page 200 for details} Unit 15 Language & Concept Formation
  25. 25. Associated with the 5 process areas are many concept words: 1-to-1 correspondence, number & counting, logic & classifying, comparing, geometry (shape), geometry (spatial sense), parts & wholes, ordering, measurement (volume, length, weight, temperature), measurement (time & sequence), practical, primary-level words. {see pages 202 & 203 for details} Unit 15 Language & Concept Formation
  26. 26. Make sure you have a clear understanding of the 5 process areas and the associated concept words. Respond to the ‘Review’ points A & C. Unit 15 Language & Concept Formation
  27. 27. I have a confession to make… Unit 16 Fundamental Concepts in Science
  28. 28. I have a confession to make… … please don’t tell anyone… Unit 16 Fundamental Concepts in Science
  29. 29. I have a confession to make… … please don’t tell anyone… … I am a science snob. Unit 16 Fundamental Concepts in Science
  30. 30. I have a confession to make… … please don’t tell anyone… … I am a science snob. To me, math is merely the tool we use to get science done. Unit 16 Fundamental Concepts in Science
  31. 31. I have a confession to make… … please don’t tell anyone… … I am a science snob. To me, math is merely the tool we use to get science done. It is a fabulous, fundamental, incredibly important tool. We couldn’t do quantitative science without it… Unit 16 Fundamental Concepts in Science
  32. 32. To me, math is merely the tool we use to get science done. It is a fabulous, fundamental, incredibly important tool. We couldn’t do quantitative science without it… But it is still just a tool. Unit 16 Fundamental Concepts in Science
  33. 33. And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter: Unit 16 Fundamental Concepts in Science
  34. 34. And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter:1-to-1 correspondence, number sense & counting, comparing, shape, space, parts & wholes… Unit 16 Fundamental Concepts in Science
  35. 35. And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter:1-to-1 correspondence, number sense & counting, comparing, shape, space, parts & wholes… For goodness sake, doesn’t that list look familiar? Unit 16 Fundamental Concepts in Science
  36. 36. For goodness sake, doesn’t that list look familiar? Science takes these mathematical concepts and applies them to the world around us. Unit 16 Fundamental Concepts in Science
  37. 37. After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit ( yes, I really do want you to learn and remember the difference between a tortoise and a terrapin) . Respond to the ‘Review’ point A. Unit 16

×